1. Introduction:<br />Visible thinking is interesting to use with students to change their minds and the form of learning, using the brain and cultivating the curiosity in learn about an especial topic.<br />It is important to motivate students and think about what they can do or learn, if students used to think it is important weak that part in their activities.<br />Some activities can help students to develop thinking in their learning process.<br />Visible Thinking is a flexible and systematic research-based approach to integrating the development of students' thinking with content learning across subject matters. An extensive and adaptable collection of practices, Visible Thinking has a double goal: on the one hand, to cultivate students' thinking skills and dispositions, and, on the other, to deepen content learning. By thinking dispositions, we mean curiosity, concern for truth and understanding, a creative mindset, not just being skilled but also alert to thinking and learning opportunities and eager to take them.<br />Thinking Routines loosely guide learners' thought processes and encourage active processing. They are short, easy-to-learn mini-strategies that extend and deepen students' thinking and become part of the fabric of everyday classroom life. Thinking Ideals are easily accessible concepts capturing naturally occurring goals, strivings or interests that often propel our thinking. Four Ideals -- Understanding, Truth, Fairness and Creativity -- are presented as modules on this site. There are associated routines for each ideal and within each module there are activities that help deepen students' concepts around the ideal.<br />A key feature of the Visible Thinking approach is the Teacher Study Group as described in the School-Wide Culture of Thinking section. In these groups teachers reflect on student work, or documentation, generated by students when using routines or investigating an ideal. Documentation such as lists, maps, charts, diagrams, and worksheets reveal learners' unfolding ideas as they think through an issue. In study groups teachers use the structured conversation of a protocol to look at and reflect on thinking present in student work.<br />Every committed educator wants better learning and more thoughtful students. Visible Thinking is a way of helping to achieve that without a separate ‘thinking skills' course or fixed lessons.<br />Visible Thinking is a broad and flexible framework for enriching classroom learning in the content areas and fostering students' intellectual development at the same time. Here are some of its key goals:<br />Deeper understanding of content<br />Greater motivation for learning<br />Development of learners' thinking and learning abilities.<br />Development of learners' attitudes toward thinking and learning and their alertness to opportunities for thinking and learning (the quot;
dispositionalquot;
side of thinking).<br />A shift in classroom culture toward a community of enthusiastically engaged thinkers and learners.<br />Toward achieving these goals, Visible Thinking involves several practices and resources. Teachers are invited to use with their students a number of quot;
thinking routinesquot;
-- simple protocols for exploring ideas -- around whatever topics are important, say fractions arithmetic, the Industrial Revolution, World War II, the meaning of a poem, the nature of democracy. Visible Thinking includes attention to four quot;
thinking idealsquot;
-- understanding, truth, fairness, and creativity. Visible Thinking emphasizes several ways of making students' thinking visible to themselves and one another, so that they can improve it. <br />The idea of visible thinking helps to make concrete what a thoughtful classroom might look like. At any moment, we can ask, quot;
Is thinking visible here? Are students explaining things to one another? Are students offering creative ideas? Are they, and I as their teacher, using the language of thinking? Is there a brainstorm about alternative interpretations on the wall? Are students debating a plan?quot;
<br />When the answers to questions like these are consistently yes, students are more likely to show interest and commitment as learning unfolds in the classroom. They find more meaning in the subject matters and more meaningful connections between school and everyday life. They begin to display the sorts of attitudes toward thinking and learning we would most like to see in young learners -- not closed-minded but open-minded, not bored but curious, neither gullible nor sweepingly negative but appropriately skeptical, not satisfied with quot;
just the factsquot;
but wanting to understand.<br />